Unit 6 Earth first
Developing ideas
【学习目标】
1. 掌握本课的重要词汇与句式；
2. 借助语篇知识分析本课语篇类型特点以及段落逻辑关系，能够运用逻辑思维和批判性思维梳理和评判生活中常见的观点。
【学习重难点】
1. 重点：本课时的重要词汇与句式
2. 难点：能够运用逻辑思维和批判性思维梳理和评判生活中常见的观点。
【学习过程】
Step 1 Lead in
Look at the questions about “green living” and tick your answers in Activity 1. (Work it out in the Textbook.)
Step 2 Before reading
Go through “Learning to learn” and try to make sense of the function of subheadings in the passage, understanding how the subheadings work during reading.
Step 3 Reading
1. Read the four subheadings in the passage and decide if they are true or false. Then read the passage and check your answers in Activity 2.
2. Pay attention to the language points in the passage:
(1) It takes hundreds of years for plastic to break down, but much less time for paper.
理解break down在此处意为to change as a result of a chemical process。可以适当给自己补充break down的其他常见意义。
1）拆分，把……分成若干部分，to divide something such as a total amount into separate parts。例如：These rules tell us how a sentence is broken down into phrases.（这些规则告诉我们一个句子是怎样分解成若干短语的。）
2）（尤指在公共场合）禁不住哭出来，to be unable to stop yourself crying, especially in public。例如：Since he was being so kind and concerned, I broke down and cried.（他如此善良体贴，令我忍不住失声痛哭。）
(2) It is the production of food, not its transport, that uses most of the energy and produces most of the greenhouse gases.
注意此句为强调句。陈述句的强调句型：It is/was+被强调部分（通常是主语、宾语或状语）+that/who（当强调主语且主语指人时可用who）+其他成分。
构成强调句的it本身没有实际意义；强调句中的连接词一般只用that或who,即使在强调时间状语和地点状语时也是如此，that或who不可省略；可用于强调句中的时态通常只有两种，即一般现在时和一般过去时。
(3) In some cases, local produce might have used more energy and produced more greenhouse gases than produce grown a long way away-even taking into account its transport.
此句子结构略显复杂，先找到more...than这个结构，然后再去分析produce在句中作动词和名词的用法。produce除了可以用作动词，意为“制造，制作”外，还可以用作名词，意为“农产品”。理解grown在这里作后置定语的意义和用法，尝试把这里的后置定语改写成定语从句（即把grown改为that is grown），以帮助理解。
Step 4 Activity 3
Read the effects and complete the causes of these according the passage. (Work it out in your textbook.)
Step 5 Think and share
1. Which of the “green truths” surprises you most? Give your reasons.
2. Are you aware of any other “green truths” that are not true? Share them with the class.
3. How “green” are you? Share your “green actions” with the class.
4. What can you do to become “greener”?
Step 6 Group work
Give a talk about one of the “green truths” in the passage.
1. Use the questions to help plan your talk.
·Which “green truth” are you going to talk about?
·Why do people believe it is “green”?
·Why is it not completely true?
·What can you do to become “greener”?
2. Organize your talk following the steps below.
·Start your talk by stating the topic.
·Describe your chosen “green truth” in more detail.
·Explain why it is not completely “green”.
·End your talk by encouraging your audience to become “greener”.
3. Give your talk to the class.
Step 7 Homework
课后练习
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Unit 6 Earth first
Understanding ideas
【学习目标】
1. 掌握本课的重要词汇与句式；
2. 能理解采访话题的内在逻辑，学习并掌握与话题相关的语言；
3. 能基于课文内容联系生活实际，发表自己的意见和观点。
【学习重难点】
1. 本课重要词汇与句式的灵活运用；
2. 能理解采访话题的内在逻辑，学习并掌握与话题相关的语言。
【学习过程】
Step 1 Warming up
Questions:
1. What do you think the environmental problems are?
2. What are the causes of these problems?
3. What do you think is the most serious environmental problem we face today? What should be done to help solve it?
Try to search more information about pollution on the Internet.
Step 2 Before reading
Activity 1
Tick the words that you would use to describe sharks. Add any more you can think of. Then compare your choices with the class.
And then share what you know about sharks.
Step 3 While reading
Activity 2
1. Read the passage and find out how sharks are described in the film Jaws.
2. Pay attention to the language points during reading.
（1）Jaws was a great success, attracting huge audiences and winning many awards.
结合语境，理解本句中attracting和winning的用法（作伴随状语），区别于本单元所学的语法（现在分词和过去分词作补语）。
（2）Finning would have an unexpected effect upon Peter Benchley, the man who wrote the book the film Jaws was based on.
Paraphrase: Peter Benchley did not expect that finning would have a great effect on him. He was the author of a book, which the film Jaws was based on.
掌握固定搭配have an effect on/upon sth的用法。例如：A rise in temperature will have an effect on sea levels, drought frequency and more.（气温升高会影响到海平面高度、旱情发生频率及更多方面。）
（3）In 1980, Benchley was diving when he came across an awful sight.
注意句中when表示“当（某事发生）时”，相当于at that/this time.
例如：We were about to go out and play when it started to rain.（我们正要出去玩，突然下起雨来。）The couple had hardly fallen asleep when the doorbell rang loudly.(这对夫妻刚刚入睡，突然门铃声大作。）
另外，可以拓展学习come across的用法，这个短语在文中意为to meet, find, or discover someone or something by chance。例如：I came across this book in a bookshop in my home town.（我在家乡的一家书店里发现了这本书。）come across还有其他的含义，如“（感觉、想法等）被表达清楚”“给人的印象是……”。例如：Your words didn't come across.（你讲的话让人听不明白。）She came across to me as a pleasant young girl.（她在我印象里是个讨人喜欢的年轻女孩。）
（4）He came to see people as a danger to sharks, rather than the other way round.
Paraphrase: He finally started to realize that people are a danger to sharks, rather than the opposite.
理解come to do sth,相当于to finally reach a state in which something happens or you do something。例如：She had come to like the new teacher over the months.（过了几个月，她终于喜欢上了新老师。）
3. Activity 3
Go through the three purposes as below and choose the best one.
(1) To criticise Peter Benchley's misleading description of sharks in his book and advocate the protection of sharks.
(2) To explain people's misunderstanding of sharks and raise awareness of shark protection.
(3) To inform people about sharks and recommend the film and the book to them.
4. Activity 4
(1) Read the passage again and complete the chart with words and expressions from the passage. (Work it out in your book.)
(2) Then try to retell the passage according to the chart.
Step 4 Think and Share
1. How do you think Peter Benchley felt after diving in 1980?
2. What other films or books do you know that feature wild animals? Do they “paint” a good or bad picture of these animals? Say how the animals are described.
Step 5 Homework
Review the main idea of the passage and the language points.
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Unit 6 Earth first
Using language
【学习目标】
1. 掌握本课的重要词汇与句式；
2. 了解并掌握现在分词和过去分词作补语的用法，理解其补充说明宾语的作用，并在真实语境中运用。
【学习重难点】
能够掌握现在分词和过去分词作宾语补足语的用法，并在真实语境中灵活运用。
【学习过程】
Step 1 课前自学
一、知识梳理
Activity 1
1. Look at the sentences from the reading passage and answer the questions.
a We see a woman swimming at night in a dark sea. b It made people frightened of sharks,...
(1) In sentence (a), who is swimming at night?
(2) In sentence (b), who is frightened of sharks?
(3) Why does the author choose to use different forms of verbs in the two sentences?
2. Now look for more sentences with these structures in the reading passage.
二、学习语法精讲
现在分词作宾语补足语
1)see, watch, hear, feel, notice等感官动词后接现在分词作宾语补足语，表示该动作正在进行。例如：
a. I saw him running down the street.（我看见他正沿着街跑。）
b. I felt an ant climbing over my leg.（我感到一只蚂蚁正在我的腿上爬。）
2) have, leave, keep等使役动词后接现在分词作宾语补足语，表示“使处于某种状态”。例如：
a. They shut the door and left, leaving the fire burning.（他们关上门走了，留下火在燃烧。）
b. Sorry, I’ve kept you waiting a long time.（对不起，让您久等了。）
过去分词作宾语补足语
1)like, want, wish, order等后接过去分词作宾语补足语，表示命令或希望某件事被完成。例如：
I want the room cleaned up when I come back.（我希望在我回来的时候，房间已清理好。）
2)see, hear, notice, observe, watch, feel, find等感官动词后接过去分词作宾语补足语，表示该动作与宾语之间是被动关系或者该动作已经完成。例如：
a. I saw an old man knocked down by a car just now.（我刚才看到一位老人被车撞倒了。）
b. He found his home town greatly changed.（他发现自己的家乡大变样了。）
3)have, get, make, leave, keep等使役动词后接过去分词作宾语补足语，表示动作由他人完成。例如：He had his money stolen.（他的钱被偷了。）
Step 2 自学检测
单句语法填空。
We can see steam _________（rise）from the wet clothes.
The strange noise made all of us _________（frighten）.
They listened to the old man _________（tell）his story from beginning to end.
He couldn’t make himself _________（hear）above the noise of the traffic.
The missing boy was last seen _________（play）on the river bank.
I couldn’t do my homework with all that noise _________（go）on.
The murderer was brought in with his hands_________（tie）behind his back.
They use computers to keep the traffic _________（run）smoothly.
She wants her paintings _________（show）in the gallery, but we don’t think they would be very popular.
When he awoke, he found himself _________（look）after by an old woman.
1. 填入适当的动词分词形式，把句子补充完整；
2. 根据所学，说说每个句子的分词在句中与逻辑主语构成什么样的关系。
Step 3．自主实践
1. 完成课本第65页活动2。
2. 限时活动：在课本62-63页的课文中找出更多包含现在分词和过去分词作宾补的
句子。
Step 4．Homework
完成课本P65活动3。
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Unit 6 Earth first
Writing a persuasive letter & Presenting ideas
【教学目标】
1. 掌握本课时的重点单词/词组/句型；
2. 了解倡议信的写作特点，使学生能够运用所学内容写封与环保相关的倡议；
3. 能够通过问卷调查思考并总结实现低碳生活的有效措施，达成对本单元所学知识的迁移和运用；
4. 通过汇报小组活动成果，用英语表达自己的想法，展示调研成果。
【教学重难点】
1. 掌握了解倡议信的写作特点，能够运用所学内容写封与环保相关的倡议；
2. 通过本单元的学习，能够通过问卷调查思考并总结实现低碳生活的有效措施，达成对本单元所学知识的迁移和运用。
【教学过程】
Part 1 Writing
Step 1 Reading
Read the persuasive letter on page 71.
And answer the questions.
(1) What is the purpose of the letter?
(2) What is the existing problem?
(3) What are the proposed actions from Class 8?
2. Try to retell the letter.
Step 2 Before writing
Discuss another environmental issue about which to write a persuasive letter and make notes.
Problem: Cause(s): Solution(s):
Step 3 Writing and showing
Now write your own persuasive letter. Use the expressions in the box to help you. and then show it to the class．
Useful expressions ·We are writing this letter to raise your awareness of... ·We are concerned that... · We would like to suggest... ·We hope that you will consider... ·One of the reasons for this is... ·In order to improve the situation, we should...
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Part 2 Presentation
Step 1 Group work
1. Look at the three items that contribute to a carbon footprint. Add any more you can think of in Activity 1. Then discuss and share. (Work it out in your textbook.)
2. Work in groups, create a carbon footprint survey. Think of two questions and possible answers for each topic. Give each answer a score from 1(a low carbon footprint) to 3(a high carbon footprint).
3. Carry out the survey and use the results to come up with ways to reduce carbon footprint.
Step 2 Presenting
Report the results of your survey and your ideas to the class. Use the expressions in the box to help you.
Use the expressions ·The average score of our group is... ·The results show that... ·The biggest problem is... ·We're glad to see that... ·In order to..., we suggest...
Step 3 Homework
课后练习。
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